Evidence based practices with fidelity by Kelly Jean Sullivan

 

<script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"

crossorigin="anonymous"></script>dio players and recorders

1. Fidelity of implementation is when the teacher makes a vow to follow the way the tests need to be given properly and to follow the state laws. The teacher has to do this when she is doing an intervention.  It is important that the teacher does this so that it is reliable and effective.

2. Components of fidelity are

 The teacher has to follow the right amount of time that the child has to work on the information .there are strict procedures to follow when teaching and the teacher needs to follow them. The teacher cannot just go Willie nille but must follow the steps for the EBP and it has to be done in the right order.

The teacher has to give the practice the right length of exposure time to the child for blocks of forty mins and the ebp must be given a term to work example 4 x a week.

The teacher must be bubbly and positive and have a high quality of engagement. The students should have time to go over any questions they have and get feedback.

3. As stated in number 2 the rule is that the ebp needs to be for a certain amount of exposure time. If the teacher decides to do the wrong thing and not follow this the results drifting and not following the rules. Consequences are that there is no fidelity and the program will not be successful .the teacher cannot adapt either. You can’t get lazy you need to follow the procedures and don’t go off track. A good tool to stay on track is to do reflections and monitor how things are going so you can keep the course.

4..       For teaching evidence based when use the centers or stations we can make a have those used for the small groups. The teacher needs to use peer coaching. I can use cpalms for ideas. The teacher can use I ready programs.

      For small group class management the teacher needs to set the rules for behavior first and the rewards and consequences .the teacher needs to model the correct behavior expected. Once this is set up the small group can work and she doesn’t have to keep going over to the group discipline them because they will know expectations of behavior.

       You cannot just stop using one of the ebp areas because the children think it’s boring.  You have to follow through and make it interesting. This will affect the success of the program.

<script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"

crossorigin="anonymous"></script>dio players and recorders